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Title: In search of a Kenyan theatre: the theory and practice of educational drama and its potential for Kenya
Author: Mumma, Opiyo John
ISNI:       0000 0004 2737 4475
Awarding Body: University of Manchester
Current Institution: University of Manchester
Date of Award: 1994
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This thesis is concerned with educational drama practices and the British form of Theatre in Education (TIE). The research has been undertaken with special regard to the potential of educational drama for Kenya and how the participatory nature of those practices offers new paradigms in education. Educational drama practices include forms such as dance, music, instrumentation, mime and story telling. The participatory research approach provided opportunities for these art forms into a public expression through the process of their performances. Section One is concerned with current theory and different practices in educational drama. It begins by tracing the wider theoretical issues and puts in perspective terms used in drama and theatre work within the educational spectrum. The areas of culture, education and contemporary theatre practices in Kenya are surveyed and the basis for their existence is established. within the main chronological thrust the study develops along generic lines: the state of educational drama in Kenya is explored; Oral Literature as a major intervention in performance forms is discussed and the Drama Festival as a major cultural and educational occurance over the past forty years is given as a prime example. TIE theory and practice has had a seminal influence on theatre writing and performances in Kenya. This part of the thesis evaluates the nature and function of TIE and provides case studies of TIE programmes that examine concepts, techniques, and TIE critical methodology. It is suggested that TIE strategies and dramatic devices have parallels with the story telling tradition which is viewed as a participatory and performance mode. At the end of this section it is pointed out that the relevance of these dramatic devices are manifested as elements of educational drama. section Two focuses on performances observed which illustrate how Drama functions as a mode of Creative learning and as an instrument for social change. Case studies of programmes devised to develop language skills, create social awareness, and change attitudes are provided. They point to the need for a more creative approach to education and make apparent in the programmes the impact of a synthesis of education and the creative arts. The Drama Festival Performances are illustrations of emerging forms of writing, performance techniques, audience developments and a cul,tural intervention within the educational establishment that locates the cutting edge for the future prospect of Kenyan Theatre.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available